HEAD TEACHER'S CLASSROOM OBSERVATION ON TEACHERS' INSTRUCTIONAL METHODS IN SPECIAL SCHOOLS FOR THE VISUALLY IMPAIRED IN NYANZA REGION, KENYA
Main Article Content
Abstract
This study examined the extent to which head teacher's classroom observation influences teachers' instructional methods in special schools for the visually impaired in Nyanza Region, Kenya. The study was supported by Instructional Leadership Theory. Convergent parallel design with mixed methods guided the study. Descriptive design supported the quantitative study while the phenomenological design described the qualitative research. The target population was 289 participants. Census was used to sample 3 schools and 75 teachers respectively. Probability and nonprobability sampling techniques were utilized to sample 138 pupils. Inclusion sampling was used to select 3 head teachers and critical case sampling for 1 curriculum support officer. Data was gathered through questionnaires and interviews. Content and face validities were ascertained through consultation with research experts, supervisors and head of postgraduate Studies at the Catholic University of Eastern Africa. Reliability of research instruments was determined by use of Cronbach’s alpha coefficient of 0.916. Descriptive statistics was analyzed using SPSS Version 25 and presented in frequency distribution tables. Two-variable t-test was used to test the hypotheses while Qualitative data was analyzed narratively and direct quotes. The actions by the head teachers contributed to better teaching, increased accountability of teachers, and more abundant learning experiences through the use of visual aids and technology. In recommendation, the routine of classroom observations must be institutionalized and strengthened. Observation protocol and training modules must be developed so that head teachers can undertake regular, structured, and reflective class visits.
Article Details
References
Eisner, E., & Sergiovanni, T. (2025). Classroom walkthrough model and instructional leadership. In Classroom walkthrough. Wikipedia. https://en.wikipedia.org/wiki/Classroom_walkthrough
Elijah, K., Nyambura, W., & Oigara, J. (2021). Teaching skills, instructional methods, and academic performance of learners with visual impairments in Narok West Sub-County, Kenya. International Journal of Education and Research, 9(7), 45–57.
Komba, U. G., Bali, T., & Sungwa, R. (2025). Investigating teaching strategies to Braille beginners in special pre-primary schools in Tanzania. ASEAN Journal of Community and Special Needs Education, 4(1), 17–28. https://doi.org/10.31098/ajcsne.v4i1.1500
Komba, U. G., Bali, T., & Sungwa, R. (2025). Investigating teaching strategies to Braille beginners in special pre-primary schools in Tanzania. ASEAN Journal of Community and Special Needs Education, 4(1), 17–28. https://doi.org/10.XXXX/ajcsne.v4i1.620 (Add DOI if available)
Martin, C., & Jones, L. (2021). The influence of the inclusion of visually impaired pupils on teachers’ conceptualizations of inclusion and SEND. British Journal of Special Education, 48(3), 309–324. https://doi.org/10.1111/1467-8578.12367
Naidoo, P. (2021). The observation of special education classrooms by school personnel in South Africa. African Journal of Education, 50(1), 45–63. https://doi.org/10.1007/s10984-021-09359-w
Najmee, N., Rahman, A., & Singh, P. (2025). Classroom settings and instructional practices for learners with visual impairments: An international scoping review. Journal of Special Education Research and Practice, 12(2), 85–103. https://doi.org/10.1080/xxxxxx
Nganga, L. (2023). Teacher autonomy and inclusive education: Implications for curriculum delivery in special schools. Journal of Education and Practice, 14(2), 45–53.
Ngware, M. W., Abuya, B. A., & Oketch, M. (2021). School leadership and learning: Insights from Kenyan schools. Educational Management Administration & Leadership, 49(6), 867–884. https://doi.org/10.1177/1741143220921192
Njogu, D. G. (2020). Headteachers’ instructional supervisory practices influence on academic achievement in public primary schools in Kasarani Sub-County in Nairobi City County, Kenya [Master’s thesis, Kenyatta University].
Onduso, O. E. (2022). Teaching methods and academic performance of visually impaired learners in inclusive settings in Nyaramba Zone, Ekerenyo Division, Nyanza Province, Kenya [Unpublished manuscript]. Afribary.
Phiri, M. (2022). Teaching students with visual impairments in inclusive classrooms: A case study in Zambia. Zambia Journal of Special Education, 12(1), 101–120. https://www.academia.edu/29841393
Phutane, M., Wright, J., Castro, B. V., Shi, L., Stern, S. R., Lawson, H. M., & Azenkot, S. (2022). Tactile materials in practice: Understanding the experiences of teachers of the visually impaired. arXiv. https://arxiv.org/abs/2202.12280
Smith, A., & Johnson, P. (2020). A systematic review on inclusive education of students with visual impairment in Australia. International Journal of Inclusive Education, 24(7), 789–812. https://doi.org/10.1080/13603116.2019.1651415
Tripathi, V., & Thakkar, A. (2025). Accessibility beyond accommodations: A systematic redesign of Introduction to Computer Science for students with visual impairments. arXiv. https://arxiv.org/abs/2508.05056
Willings, C. (2025, June 14). Functional vision evaluation observations. Teaching Visually Impaired. https://www.teachingvisuallyimpaired.com/student-observations.html
Yang, C., & Taele, P. (2025). AI for accessible education: Personalized audio-based learning for blind students (Audemy). arXiv. https://arxiv.org/abs/2504.17117
Yosief, Y. T., Okemasisi, K., & Mesmer, P. W. (2022). Establishing how headteachers' classroom visitation practice influences students' performance in public junior schools in Keren Sub-zone, Eritrea. European Journal of Education Studies, 9(6), 154–168.
Zaare, M. (2019). An investigation into the effect of classroom observation on teaching methodology. Procedia – Social and Behavioral Sciences, 70, 605–614.